The Effects of Accommodations on Adolescents' Self-Efficacy and Test Performance

Autor/inn/en	Feldman, Elizabeth; Kim, Jee-Seon; Elliott, Stephen N.
Titel	The Effects of Accommodations on Adolescents' Self-Efficacy and Test Performance
Quelle	In: Journal of Special Education, 45 (2011) 2, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466909353791
Schlagwörter	Testing Accommodations; Student Attitudes; Self Efficacy; Learning Disabilities; Achievement Tests; Group Testing; Student Reaction; Beliefs; Performance Based Assessment; Student Motivation; Achievement Gains; Grade 8; Pretests Posttests; Questionnaires; Wisconsin + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Learning handicap; Lernbehinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Gruppentest; Schülerkritik; Belief; Glaube; Leistungsermittlung; Schulische Motivation; Achievement gain; Leistungssteigerung; School year 08; 8. Schuljahr; Schuljahr 08; Fragebogen
Abstract	This study examined the effects of testing accommodations on eighth-grade students' performance on large-scale achievement tests and also on their attitudes and reactions to the tests. Findings revealed significant differences in the ways students with and without disabilities experienced testing and how testing accommodations affected students' attitudes toward and beliefs about the tests. Results suggested that (a) students with disabilities had significantly lower test-related self-efficacy than students without disabilities, (b) self-efficacy was positively correlated with test performance for all students, and (c) accommodations improved the test performance of all students and exerted a differential boost for students with disabilities on test-related self-efficacy and motivation. These findings suggest that testing accommodations may have a positive effect on students' test performance by improving test-related self-efficacy and motivation, especially for students with learning disabilities. The implications of these findings for future research and practice concerning psychological aspects of testing are discussed. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10